Electronic Resource
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011
| العنوان: | Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011 |
|---|---|
| اللغة: | English |
| المؤلفون: | Gersten, Russell, Baker, Scott K., Shanahan, Timothy, Linan-Thompson, Sylvia, Collins, Penny, Scarcella, Robin, Institute of Education Sciences (ED), Washington, DC. |
| المصدر: | What Works Clearinghouse. 2007. |
| الاتاحة: | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
| Peer Reviewed: | Y |
| Page Count: | 54 |
| تاريخ النشر: | 2007 |
| Intended Audience: | Teachers; Administrators; Practitioners |
| نوع الوثيقة: | Guides - General Information Analyses |
| Education Level: | Elementary Education Elementary Secondary Education |
| Descriptors: | Second Language Learning, English Instruction, Vocabulary Development, Literacy, English (Second Language), Reading Instruction, Second Language Instruction, Educational Policy, Educational Research, Teaching Methods, Public Agencies, Guides, Reading Difficulties, Small Group Instruction, Formative Evaluation, Theory Practice Relationship, Research Utilization, Literature Reviews, Instructional Improvement, Reading Improvement, Instructional Effectiveness, Program Evaluation |
| مستخلص: | This Practice Guide is the first in a series of the Institute of Education Sciences (IES) guides in education that are developed by a panel of experts. The guides are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This first guide addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. Although the target audience is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers, the more specific objective is to reach district-level administrators with a Practice Guide that will help them develop practice and policy options for their schools. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. The following are appended: (1) Technical Information on the Studies; and (2) Levels of Evidence for the Recommendations in the Practice Guide. (Contains 107 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract by the What Works Clearinghouse, a project of a joint venture of the American Institutes for Research and The Campbell Collaboration, and contract by Optimal Solutions Group, LLC.] |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| EIS Cited: | EJ663875, EJ518677, ED408377, EJ897195, EJ687028, EJ750518, EJ267794, EJ632748, ED405428, EJ786238, EJ737124, EJ684719, EJ750515, EJ754554, EJ652290, EJ672768, EJ511093, ED450972, EJ788265, ED444379, EJ511032, ED517790, EJ327895, EJ611283, EJ722642, EJ627938, ED463654, EJ605549, EJ611322, EJ652074, EJ696845, EJ457583, EJ518679, EJ687018, EJ736145, EJ775233, EJ623213, EJ687015, EJ817531, ED491606, EJ284882, EJ733044, ED499748, EJ626222, EJ252114, EJ688442, EJ642600, EJ519666, EJ481418, EJ696976, EJ582399, EJ750517, EJ737281, EJ520410, EJ687016, EJ684977, EJ746822, EJ750516, EJ634545, EJ671261, EJ722316, ED558163, ED529762, ED545226 |
| IES Publication: | https://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6 |
| Entry Date: | 2007 |
| رقم الانضمام: | ED497258 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |